Overview

Description

At a time when so many pivotal education issues are closely tied to the performance of schools and NCLB policy, Schools That Work provides critical insight into elementary schools and how these must change if they are to meet the increased demands of education for the 21st century.

In response to the increased pressure on teachers to develop high levels of reading and writing proficiency for ALL students, renowned authors Dick Allington and Pat Cunningham continue their commitment to foster expert teaching in every classroom. The Third Edition of Schools That Work builds from this emphasis on developing the expertise of classroom teachers to a dynamic analysis of systematic school reform that encompasses virtually all areas of elementary school organization and planning. With its goal of turning readers into educated, informed decision-makers, Allington and Cunningham provide a clear and concise introduction that offers a strong focus on the basic theories of school reform and includes an organizational framework to accomplish this goal.

Often praised as the most accessible, readable and practical book, while grounded in proven practices and current research, Schools That Work describes the critical features of school organization plans at the elementary level (e.g., professional roles, organization of time, curriculum, student assessment, professional development, and parental involvement) that can support or impede developing more effective educational settings.

Perfect for those who are preparing to be elementary principals, those serving on elementary school leadership teams and those preparing to be reading supervisors, reading coaches, reading specialists, and elementary education supervisors.

New to This Edition

· Revised and increased discussion of recent federal and state initiatives throughout the book helps teachers address the problems of struggling readers and writers.

o Revised and updated discussion on reading includes a focus on evidence-based practices for improving student outcomes as emphasized in NCLB legislation with an emphasis on research-based instructional practices required for Reading First schools.

· At-a-glance chart correlating some of the reading research to Reading First.

Table of Contents

1.The Schools We Have – What We Must Change.

2. The Stories of Schools Where All Children Become Readers and Writers.

3. What Do We Now Know About Reading and Writing?

4. The What of Reading: The Reading Curriculum.

5. Who Does What?

6. Time: Minutes, Hours, Days, Weeks, Years.

7. Tests, Assessments, and Report Cards.

8. Professional Development: The Key to Change.

9. Family Involvement.

10. Schools That Work for All Children.

11. A Tour Through a School: What to Look For.

12. Getting Started.

About the Author(s)

Richard L. Allington is a Professor of Education at the University of Tennessee at Knoxville. He is past president of the International Reading Association and the National Reading Conference, co-recipient of the Albert J. Harris Award, and a member of the Reading Hall of Fame. Dick has extensively researched effective teaching and how schools can develop effective, expert teachers.

Patricia M. Cunningham
is a Professor of Education at Wake Forest University. She has over 30 years of experience, taught in various elementary grades and remedial reading, and was a curriculum coordinator and director of reading. Her major professional goal is promoting literacy for all children and currently engages in staff development across the United States.

Schools That Work: Where All Children Read and Write, 3rd Edition

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